A Body of Texts

Screen Bodies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 62-77
Author(s):  
Jeremy Tirrell
Keyword(s):  
Brain Injury ◽  
Classical Concept ◽  
Process Of Change ◽  
Reciprocal Process

This article applies materialist rhetoric to Christopher Nolan’s 2000 neo-noir film Memento and positions its protagonist Leonard Shelby, a man with a brain injury that prevents him from making new memories, as a figure of mētis: a classical concept addressing the cunning ability to respond to the contingent,kairotic moment by engaging situations through a reciprocal process of change. As evidence for its assertion, the article examines Leonard’s relationship to his shifting bodily archive of tattoos, handwritten notes, and annotated Polaroid pictures. It also aligns him with the ancient hero Odysseus and the sophistic rhetorician Gorgias, two classical exemplars of mētis. Leonard’s mētic existence informs how contemporary selves emerge from networks of objects both physical and virtual.

scholarly journals Exotic origins: the emblematic biogeographies of early modern scaly mammals

Itinerario ◽  
2015 ◽  
Vol 39 (1) ◽  
pp. 17-43 ◽  
Author(s):  
Natalie Lawrence
Keyword(s):  
Early Modern ◽  
New World ◽  
Early Modern Europe ◽  
Process Of Change ◽  
Old World ◽  
East Indian ◽  
Natural Objects ◽  
The World ◽  
Natural Histories ◽  
Reciprocal Process

Exotic natural objects brought to Europe in the sixteenth and seventeenth centuries were mutable and malleable things. They were constructed and assimilated into European world-views in a reciprocal process of change as they moved around early modern Europe. In particular, the provenance of natural objects and the associated rich symbolic resonances were central to their natural histories. The distinctions between Orient and Occident had divided the world since antiquity and were given a range of new senses in this period. The location of these two ‘Indies’, and their relationship to one another, were neither static nor always geographically defined. This article focuses on two rich examples of this natural historical construction in relation to images of the Indies: the Old World pangolin, or scaly anteater, and its New World counterpart, the armadillo. Initially, pangolins were understood as East Indian ‘scaly lizards’, armadillos as West Indian. But from the late seventeenth and early eighteenth centuries, their geographical identities and symbolic associations were entangled as these creatures came to embody colonial anxieties and resonances. The ‘India’ of the scaly lizard became the ‘Indies’ of the scaled mammals, both East and West. Examining the reception and treatment of examples such as these in European cabinets and natural histories, offers new insights into European relationships with regions of the world seen as distant and wonderfully bountiful.

The unexpected other: Challenges and strategies after acquired impairment

2021 ◽  
pp. 136345932110214
Author(s):  
Per Koren Solvang ◽  
Ida Heiaas ◽  
Grace Romsland ◽  
Helene Lundgaard Søberg
Keyword(s):  
Traumatic Brain Injury ◽  
Social Interaction ◽  
Brain Injury ◽  
Conceptual Framework ◽  
Narrative Analysis ◽  
Family Relations ◽  
Social Position ◽  
Process Of Change ◽  
Working Age ◽  
Great Complexity

People experiencing traumatic brain injury or multitrauma will often live with problems in functioning for a profound period in life. A situation of great complexity emerges involving both the experience of an impaired body and the experience of a changed social position. This article addresses the intricate relations between the altered body, personal ambitions, and social surroundings in the first 2–3 years after an injury. The conceptual framework centers around the process of change, applying concepts such as the unexpected other and biographical reconstruction. Twenty-one people of working age were interviewed two times. All interviewees had experienced traumatic brain injury or multitrauma. A thematic narrative analysis was applied. Consequences of the injury took place at a carnal level where fatigue is something completely different from becoming exhausted and where elimination of body waste takes place through practices novel to the injured person. Living with impairment also took place at the level of social interaction. Here, family relations, shame, and establishing a new identity seemed profoundly important. This article makes two novel contributions. First, it emphasizes more than previous studies do that the daily management of altered body functions is more important for independence and wellbeing. Second, the article identifies the narrative about the accident as an important issue for injured people to settle.

Self-sacrifice for in-group's history: A diachronic perspective

2018 ◽  
Vol 41 ◽  
Author(s):  
Maria Babińska ◽  
Michal Bilewicz
Keyword(s):  
Clinical Psychology ◽  
Historical Events ◽  
Emotional Events ◽  
Reciprocal Process ◽  
The Way

AbstractThe problem of extended fusion and identification can be approached from a diachronic perspective. Based on our own research, as well as findings from the fields of social, political, and clinical psychology, we argue that the way contemporary emotional events shape local fusion is similar to the way in which historical experiences shape extended fusion. We propose a reciprocal process in which historical events shape contemporary identities, whereas contemporary identities shape interpretations of past traumas.

Cognitive control constrains memory attributions

2019 ◽  
Vol 42 ◽  
Author(s):  
Colleen M. Kelley ◽  
Larry L. Jacoby
Keyword(s):  
Alzheimer’S Disease ◽  
Older Adults ◽  
Alzheimer's Disease ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Cognitive Control

Abstract Cognitive control constrains retrieval processing and so restricts what comes to mind as input to the attribution system. We review evidence that older adults, patients with Alzheimer's disease, and people with traumatic brain injury exert less cognitive control during retrieval, and so are susceptible to memory misattributions in the form of dramatic levels of false remembering.

Confronting the grey zone after severe brain injury

2019 ◽  
Vol 3 (6) ◽  
pp. 707-711 ◽  
Author(s):  
Andrew Peterson ◽  
Adrian M. Owen
Keyword(s):  
Brain Injury ◽  
Ethical Issues ◽  
Vegetative State ◽  
Clinical Care ◽  
Grey Zone ◽  
Severe Brain Injury ◽  
New Methods ◽  
Legal Decision Making ◽  
Technological Developments ◽  
The Brain

In recent years, rapid technological developments in the field of neuroimaging have provided several new methods for revealing thoughts, actions and intentions based solely on the pattern of activity that is observed in the brain. In specialized centres, these methods are now being employed routinely to assess residual cognition, detect consciousness and even communicate with some behaviorally non-responsive patients who clinically appear to be comatose or in a vegetative state. In this article, we consider some of the ethical issues raised by these developments and the profound implications they have for clinical care, diagnosis, prognosis and medical-legal decision-making after severe brain injury.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Traumatic Brain Injury: The Day My World Changed

ASHA Leader ◽  
2010 ◽  
Vol 15 (13) ◽  
pp. 38-38
Author(s):  
G. Gayle Kelley
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury
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